Document Type

Article

Publication Date

4-2016

Publication Source

Journal of College Student Retention: Research, Theory & Practice

Abstract

Faculty serve as a primary point of contact for students in college, playing vital roles in students’ retention and attainment. The perceptions and beliefs held by these institutional actors are important for understanding the context that shapes students’ experiences while they are in college and potentially, long after they leave. The purpose of this work is to examine faculty members’ perceptions of nontraditional student experiences. Findings highlight faculty members’ awareness of students’ multiple roles and obligations; perceptions of student academic success, including barriers to succeeding; and the ways faculty connect with students and the types of connections they forge. The findings from this work highlight the need to consider more research on how the experiences of students who do not fit a traditional model are interpreted by those in positions of power at higher education institutions. As such, we add to calls for more work that considers these institutional actors explicitly and how they shape student success.

Inclusive pages

29-46

ISBN/ISSN

1521-0251

Document Version

Postprint

Comments

The document available for download is the authors' accepted manuscript, provided in compliance with the publisher's policy on self-archiving. Permission documentation is on file.

To view the version of record, use the DOI provided.

Publisher

Sage Publications

Volume

20

Issue

1

Peer Reviewed

yes

Link to published version

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